Asian Journal of Language, Literature and Culture Studies

3(2): 20-30, 2020; Article no.AJL2C.56490

Faculty Awareness on Cultural Diversity of

Learners: The Case of San Pedro National
High School, Philippines
Suzane J. Tipan1, Judith T. Tuiza2, Katrece A. Pabia3 and Juvy G. Mojares4*
1
Colegio de San Juan de Letran Calamba, Laguna, Philippines.
2
First Asia Institute of Technology and Humanities, Tanauan City, Batangas, Philippines.
3
Saint Thomas Academy Avida, Sto, Tomas, Batangas, Philippines.
4
Somerton Middle School, Somerton, Arizona, USA.

Authors’ contributions

This work was carried out in collaboration among all authors. Authors SJT, JTT and KAP administered
the collection of primary data and managed the literature searches. Author JGM designed the study,
performed the statistical analysis, wrote the protocol and wrote the first draft of the manuscript.
All authors read and approved the final manuscript.

Article Information

Editor(s):
(1) Dr. Atila Yildirim, Necmettin Erbakan University, Turkey.
Reviewers:
(1) Samah Khaled Zahran, Ain Shams University, Egypt.
(2) Marina Sounoglou, University of Thessaly, Greece.
(3) Jolly D. Kukuru, Adekunle Ajasin University, Nigeria.
Complete Peer review History: http://www.sdiarticle4.com/review-history/56490

Received 18 February 2020

Original Research Article Accepted 24 April 2020
Published 01 May 2020

ABSTRACT

This study determined the awareness on cultural diversity of learners among faculty at San Pedro
National High School, Sto. Tomas, Batangas, Philippines. Specifically, it dealt with the following: the
respondents’ profile in terms of age, sex, highest educational attainment and number of years of
teaching; significant relationship between the respondents’ profile and their awareness on cultural
diversity and the proposed course of action to enhance cultural diversity awareness of faculty
members. The data used were obtained from the administered researcher-made questionnaire
validated by pool of experts. Results revealed that the respondents are culturally aware in terms of
curriculum and instruction, professional development and school policies. The study also found out
that most of the respondents are female, aged below 30, masteral degree holders, and teaching
from 1-10 years. Statistical analysis showed that sex, age, highest educational attainment and
_____________________________________________________________________________________________________

*Corresponding author: E-mail: mojuvs@gmail.com;

 Tipan et al.; AJL2C, 3(2): 20-30, 2020; Article no.AJL2C.56490

number of years teaching have significant relationship to the respondents’ awareness on cultural
diversity. Based on the findings, the researchers recommended the implementation of the proposed
course of actions to enhance teachers’ cultural diversity awareness.

Keywords: Culture; diversity; cultural awareness; curriculum; professional development; San Pedro
National High School.

1. INTRODUCTION teaching practices that accommodate students

from diverse cultural backgrounds [4]. In short,
Culture encompasses behaviors, beliefs, values, classroom teachers to be effective must possess
and symbolsthat are passed along by cultural diversity awareness and sensitivity [5-7].
communication from one generation to the
next.On the other hand, education is the process Because of this, the increasing diversity within
of cultivating human potential in a person so that Philippine schools provides both opportunities
s/he can contribute to his/her personal growth as and challenges. Diverse classrooms and schools
well as those of others. For education to make it possible to teach students from many
succeed, it should take off from the culture different cultures and grow how to live together
without making the culture stagnant. It is cooperatively and productively. Teachers need to
important that people develop a collective self- acquire the knowledge and skills necessary to
understanding of themselves, an understanding maximize the opportunities that diversity offers
of how they think, feel, do things, and relate with and to minimize its challenges. Teacher
others in the family, community and society, and education programs should help teachers attain
in relation to their aspirations towards total well- the knowledge, attitudes and skills needed to
being [1]. work effectively with students from diverse
groups as well as help students from mainstream
The tremendous diversity of cultural, ethnic, groups develop cross-cultural knowledge, values,
religious and socioeconomic groups in school and competencies.
today calls for multicultural education programs However, high quality educational experiences
that reflect understanding and respect for do not exist if some ethnic groups and their
children’s and adolescents’ differences. Cultural contributions to the development of history, life
differences in respect of authority, academic and and culture are ignored or demeaned [8]. So, the
social values, self-regulation and peer regulation mission of education today is to promote life in its
behaviors and teachers’ classroom management wholeness, to bring into communion and
are the factors for their perception of the school solidarity in the light of authentic globalization the
environment [2]. It is very important that teachers finest expressions of diverse cultures,
must look and reflect also into the multicultural expressions of human dignity through creativity
awareness so that individuals can effectively in work. Courses and programs are judged of
deliver instructions about other culture and folks quality and of excellence when they could be
can realize that there is unity amidst diversity. ‘inter- nationally competitive’. Each country
having also to contend with variations of major
In the same manner, students in the same school
cultures and with the reality of globalization,
with different religion should respect one another.
Ramirez [9] suggested several postulates with
Of primary concern is the fact that the rapid
regard to ‘cultural diversity and education in an
change of ethnic composition is placing
increasingly globalized world.
additional demands on teachers who need to
foster a multicultural environment into a Furthermore, distinctions between public and
classroom [3]. For such a challenging enterprise, private schooling are becoming blurred, shifting
a teacher has to promote changes in the schools in many areas toward corporate control
academic curriculum, in the learning environment and away from democratic community
and also in the approach of the teachers toward participation [10]. Many advocates of
the students. Children coming from different multicultural education quickly found attention to
cultures have different understanding levels and diversity and equity being replaced by attention
hence require for different teaching methods. It is to standards and student test scores, particularly
the teacher’s primary duty to cultivate an in schools in which multicultural education had
environment which aims at bridging cultural been seen as having to do mainly with getting
gaps. Teachers should understand the role along rather than improving academic teaching
culture plays in the classroom and employ and learning [11].

21
 Tipan et al.; AJL2C, 3(2): 20-30, 2020; Article no.AJL2C.56490

Moreover, teachers align their teaching styles to subject matter; negotiate notifications in the
the needs and learning styles of their students. course syllabus with the students; and teachers
This means that teachers must consider each to become more equipped with the pedagogical
student individually. In a multicultural school tools and up-to-date teaching media; need to
setting, not only do multiple cultural perspectives further improve instructional communication skill
shape the environment but also do individual in English, both in spoken and written forms.
learning styles and abilities [12]. For example,
Navita [13] determined if there is a significant 1.1 Statement of the Problem
difference on the perception of teachers’
multicultural awareness when grouped according This study determined the awareness on cultural
to gender, educational attainment, position, rank, diversity of learners among faculty at San Pedro
age and community. Gomez [14] studied the National High School. Specifically, it sought to
embracing culture in the classroom at San Diego answer the following:
Unified School District and examined how
1. What is the profile of the respondents in
teacher's self-perceived levels of cultural
terms of sex, age, highest educational
proficiency are related to their culturally proficient
attainment, and number of years in
instructional practices. Reinmann [15] found out
teaching?
that the basic components of any language are
2. How may the respondents’ awareness on
indivisible from the perspectives of the users and
cultural diversity of learners be described
therefore affect the way a certain language group
in terms of curriculum and instruction;
views of the world.Hovater [16] found out that the
professional development; and school
initial reactions to being immersed in culture
policies?
foreign to them were negative. Vasallo [17]
3. Is there a significant relationship between
conducted a comparative study of multicultural
the respondents’ profile and their
awareness among in-service school teachers
awareness on cultural diversity of
across three different countries. Furthermore,
learners?
Nichols [18] assessed multicultural art education
4. What course of action may be proposed to
in Virginia’s Public High Schools and found out
enhance awareness on cultural diversity of
that majority of participants do believe that
learners among faculty?
multicultural education is important in an art
classroom. In addition, Prell [19] conducted a 1.2 Hypothesis
study about multicultural pedagogies of three
teachers' understanding and implementation of The researchers hypothesized that there is no
multicultural education in Presidential High. It significant relationship between the respondents’
was found out that due to the significant impact profile and faculty awareness on cultural diversity
teachers have in curriculum implementation, it is of learners.
important to better understand their perspectives
and experiences. Waight [20] conducted a study 2. METHODOLOGY
about perceptions of multicultural education
among five white female teachers at a large This study employed the descriptive method of
public elementary school in Chicago. It was research. According to Babin [23], descriptive
found out that discussing sensitive topics about research describes a situation. Generally things
multicultural education in a small group format are described by providing measures of an event
was a helpful tool in making positive changes or activity. Descriptive research designs are
with multicultural education in the future. In the usually structured and specifically designed to
same manner, Tosic [21] studied multicultural measure the characteristics in a research
education of learners with diverse linguistic and question. Hypotheses, derived from the theory,
cultural backgroundin a primary school in usually guide the process and provide a list of
Norway. Finally, Saban [22] studied the learning what needs to be measured. The object of
needs in the multicultural classroom and their descriptive research is to portray an accurate
implications to equitable teaching. The study profile of persons, events or situations.
came out with the following findings: the
overarching need for school administration to The study focused on the awareness on cultural
formulate curriculum and instruction policies for diversity of learners amongsocial studies
foreign students; teachers need to do learning teachers at San Pedro National High School,
needs assessment at the start of classes in academic year 2015-2016. This school was
relation to students’ knowledge and skills of the chosen because there was enough number of

22
 Tipan et al.; AJL2C, 3(2): 20-30, 2020; Article no.AJL2C.56490

social studies teachers to be used as tabulated, tallied and interpreted using

respondents of the study. The researchers also appropriate statistical treatment.
had their student teaching in the said school.
Moreover, the respondents were composed of 30 3. RESULTS AND DISCUSSION
teachers.
3.1 Profile of the Respondents
The researchers employed a questionnaire as
the primary data gathering tool. To effectively 3.1.1 Sex
formulate a questionnaire, the researchers read Of the 30 respondents, 73 percent or 22 are
many books and other related resources. When female while only 27 percent or eight are male.
the items were prepared, the questionnaire was This numerical presentation exposes that
presented to the adviser for comments and females were more inclined in education than
suggestions which were later incorporated. Then, males.Across the country, teaching is an
the researchers sought the help of other overwhelmingly female profession, and in fact
instructors knowledgeable in the field. They has become more so over time. More than three-
came up with the second draft and presented it quarters of all teachers in kindergarten through
to the adviser for another round of checking. high school are women, according to Education
Once approved, they sought assistance from Department data, up from about two-thirds three
faculty members for content validation. Each of decades ago. The disparity is most pronounced
them also gave comments and suggestions in elementary and middle schools, where more
which were considered in improving the than 80 percent of teachers are women Rich
questionnaire. Furthermore, validation procedure [24]. According to Sheelagh [25], the teaching of
was followed to ensure reliability. young children has long been dominated by
women. This global phenomenon is firmly rooted
The questionnaire has two sections. First section in issues relating to economic development,
includes respondents profile such as sex, age, urbanization, the position of women in society,
highest educational attainment, number of cultural definitions of masculinity and the value of
seminar attended and numbers of years children and childcare. There have been
teaching. The second part is about respondents’ expressions of concern by the media, by
awareness on cultural diversity of learners in government ministers, and others, in a number of
terms of curriculum and instruction, professional countries about the level of feminisation of the
development, and school policies. teaching profession.

For the purpose of interpreting the 3.1.2 Age

awareness of the respondents, the mean scores
were grouped and given the following Majority of the respondents aged 31-40 with
interpretation: 43%. It is followed by 30 and below with 37%.
However, it can be noted also that 10% of the
respondents aged 41-50 and another 10% for 51
Scale Mean ranges Verbal interpretation years old and above.Lipman [26] explained that
4 3.25 - 4.00 Strongly Agree/Highly teachers of the abovementioned ages may have
Aware already overcome certain difficulties in their
3 2.50 - 3.24 Agree/Aware career path, and subsequently express more
2 1.75 - 2.49 Slightly Agree/ control of their environment and higher degrees
Slightly Aware of job satisfaction.
1 1.00 – 1.74 Disagree/Not Aware
3.1.3 Educational attainment
The researchers, first, asked permission from the
school principal of San Pedro National High Educational qualifications are official documents
School to allow them to conduct the survey that certify that an individual has reached a
among 30 social studies teachers. Upon certain level of competence in one field of
approval, the researchers went to the target education or in a group of fields of education,
respondents to explain the purpose of conducting which is usually formally assessed through
the survey. They provided the respondents examinations. They indicate individuals’ ability to
enough time to answer the questionnaire. learn and persevere [27]. Most of the
Retrieval of the data followed after the respondents have masteral degree with 37%
respondents had finished answering the while others have earned masteral units with
questionnaires. Then, the gathered data were 33%. However, still 30% of them have not taken

23
 Tipan et al.; AJL2C, 3(2): 20-30, 2020; Article no.AJL2C.56490

or enrolled in post graduate study such as other research has found that less effective
masteral units. Despite having decades of teachers are more likely to transfer and leave
experience, some teachers are rushing to get a teaching [30]. Further, Savage [31] observed that
master’s degree to stay qualified as colleges experienced teachers identify the establishment
morph into degree-granting institutions. As of classroom management as one of the major
number of colleges offering degrees rise, so goals that needs to be accomplished in the first
does the demand for academic qualifications week of the year. Beginning teachers cite
[28]. The highest level of education successfully classroom management as one of their most
completed is either indicated by the highest serious challenges. School administrators
educational qualification (vocational or academic) indicate poor classroom management as a major
achieved, or by the number of years of education reason for low evaluations as well as primary
or schooling completed (in which case, eachyear reason why teachers are not hired.
is regarded as a kind of level).
3.2 Respondents’ Awareness on Cultural
3.1.4 Number of years in teaching Diversity
Majority or 19 out of 30 respondents have been According to Lindsey, Robins, & Terrell [32],
teaching for 1-10 years while 23% is teaching for educating all students is successful when cultural
11-20 years. This implies that most of the diversity of students is meaningfully considered
respondents are beginner in teaching. They may and embraced.
be fresh graduates. On the other hand, only 14%
or four respondents are teaching for 21-30 long 3.2.1 Awareness on cultural diversity in
years. The differential attrition of teachers with terms of curriculum and instruction
different levels of effectiveness may confound
findings about the effects of teacher experience. Culturally relevant instruction and assessment
While some evidence suggests that teachers practices ensure greater success and
who remain teaching after three years are less engagement with students from various cultural,
effective on average than those who leave [29] racial, and ethnic backgrounds [33].
Table 1. Distribution of respondents’ awareness on cultural diversity in terms of curriculum
and instruction
Item statements Weighted Verbal
mean interpretation
The curriculum reflects the learning styles of students within the 3.33 Strongly Agree
school.
The curriculum provides continuous opportunities for students 3.47 Strongly Agree
develop a better sense of their ethnic and cultural background.
The curriculum uses multiple perspectives to explain the 3.43 Strongly Agree
experiences of various ethnic, cultural gender, and linguistic
groups.
Opportunities are provided for students to participate in activities 3.40 StronglyAgree
from diverse cultural groups.
The assessment procedures used with students reflect their 3.27 Strongly Agree
cultural values.
There are evaluations of the goals and objectives used in 3.30 Strongly Agree
integrating multicultural education.
Instructional materials are examined for bias across gender, 3.17 Agree
ethnic, and cultural lines.
School assemblies and holidays observation reflect the 3.47 Strongly Agree
multiethnic and multicultural diversity in the Philippines.
The organizational culture of the school fosters positive 3.37 Strongly Agree
interactions among various ethnic, cultural, and gender group
members in the school.
The mission and vision of the school reflects understanding, 3.57 Strongly Agree
appreciation and recognition of the school stakeholders with
diverse cultural backgrounds.
Composite Mean 3.38 Highly Aware

24
 Tipan et al.; AJL2C, 3(2): 20-30, 2020; Article no.AJL2C.56490

Obtaining the highest weighted mean of 3.57, multicultural education, they think only of content
“the mission and vision of the school reflects related to ethnic, racial, and cultural groups.
understanding, appreciation and recognition of Teachers who cannot easily see how their
the school stakeholders with diverse cultural content is related to cultural issues easily dismiss
backgrounds“reveals that curriculum and multicultural education with the argument that it
instruction must build on students’ cultural is not relevant to their disciplines. This is done
knowledge asstated by Trumbull & Pacheco [34]. frequently by secondary math and science
In addition, respondents strongly agree that teachers.
curriculum provides continuous opportunities for
students develop a better sense of their ethnic 3.2.3 Awareness on cultural diversity in
and cultural background and school assemblies terms of school policies
and holidays observation reflect the multiethnic
and multicultural diversity in the Philippines, both School policies need to change to reflect
with 3.47 weighted mean. Holiday’s observation national, regional and local diversity [39].
is a powerful avenue connecting meaningful
curriculum and instruction to students’ lives [35]. Garnering the highest weighted mean of 3.47,
Moreover, Gorham [36] emphasized the respondents strongly agreed that the
perceptions of the strengths and deficiencies for administrations allow a school environment that
working and meeting the need of students from is ethnically, linguistically and culturally diverse;
diverse cultural backgrounds. Likewise, schools and the school provides outreach activities which
can help students develop good gender, social, enable the teachers to be more culturally aware.
racial, and cultural identities. In the same way, This is supported by multicultural education
children learning about their own as well as other movement that has demanded schools to
people cultural groups can gain a new respect become culturally competent so that all students
and appreciation for the ways in which other have an opportunity to succeed. It has become a
cultural groups live. Also, adults must help dynamic field developing with the purpose of
children develop a sense of social responsibility. providing all students with equal education and to
In addition, Wilson [37] relates that schooling and eliminate the achievement gap between majority
instruction are designed for different cultures to students and youth from culturally diverse
make teaching and learning based upon communities [40].
consensus building, respect, and fostering
3.3 Relationship between the
cultural pluralism. In general, respondents are
highly aware of cultural diversity in terms of Respondents’ Profile and Their
curriculum and instruction as indicated by 3.38 Awareness on Cultural Diversity
composite mean.
The table demonstrates that when the profile of
3.2.2 Awareness on cultural diversity in respondents in terms of sex is correlated with
terms of professional development awareness on cultural diversity, the computed
value from Chi-Square is 10.966. It has a
Professional development is a major strategy for corresponding tabular value of 5.911 which is
building cultural competencies, which continually higher than the computed value. Thus, null
reassesses relationships between teachers and hypothesis is rejected which means that there is
learners, and attitudes and beliefs about a significant relationship between sex and the
language, culture, and race [34]. respondents’ profile and their awareness on
cultural diversity.Teachers who view race and
Respondents strongly agreed on three items, gender as interconnected rather than as
such as: Teachers make sure that students are separate can increase their understandings of
aware of cultural diversity; Multicultural diversity and develop effective strategies to
awareness assists the teachers in being more promote social justice and democracy. The
effective at their job; and Teachers are immediate concerns of teachers about
competent enough to deal with stakeholders of appropriate curricula and effective instruction
the school coming from different ethnic and may be addressed by understanding how race
cultural backgrounds. All items obtained 3.57 and gender are manifested in their classrooms,
weighted mean. This conforms to Lee [38] that schools, and in society [41].
teacher professional development is critical to
promoting high academic achievement and Meanwhile, when age is correlated with
pursuing educational equity for diverse student awareness on cultural diversity, the computed
groups. When many teachers think of value from Chi-Square is 41.777 with its

25
 Tipan et al.; AJL2C, 3(2): 20-30, 2020; Article no.AJL2C.56490

equivalent tabular value of 12.592. This shows said that teachers aged 20-30 have fresh ideas
that the computed value is greater than its but they suffer from teaching anxiety. Ages 31
tabular value. Therefore, null hypothesis is and above have developed total experience
rejected which means that a significant through the years of teaching.On the other hand,
relationship exists between age and awareness highest educational attainment and awareness
on cultural diversity.According to Akram [42], age on cultural diversity are correlated. The
is one of the factors affecting the performance of computed Chi-Square value is 5.772 with its
teachers at higher secondary level in Punjab. He equivalent tabular value of 9.488. It can be

Table 2. Distribution of respondents’ awareness on cultural diversity in terms of professional

development

Item statements Weighted Verbal

mean interpretation
Teachers make sure that students are aware of cultural diversity 3.57 Strongly Agree
Multicultural awareness is evident to the subject that the teachers 3.47 Strongly Agree
teach.
Multicultural awareness assists the teachers in being more 3.57 Strongly Agree
effective at their job.
Tours, symposia and recreational activities which are geared 3.47 StronglyAgree
toward the development of multicultural awareness are conducted.
Teachers are competent enough to deal with stakeholders of the 3.57 Strongly Agree
school coming from different ethnic and cultural backgrounds.
Composite Mean. 3.53 Highly Aware

Table 3. Distribution of respondents’ awareness on cultural diversity in terms of school

policies

Item statements Weighted Verbal

mean interpretation
Multicultural awareness and sensitivity trainings are conducted 3.43 Strongly Agree
Administrations allow a school environment that is ethnically, 3.47 Strongly Agree
linguistically and culturally diverse
Teachers incorporate culturally relevant activities into curriculum 3.43 Strongly Agree
Teachers with specialization/background about multicultural 3.43 StronglyAgree
education are tapped to help in the in the promotion of
multicultural awareness program in the school
The school provides outreach activities which will enable the 3.47 Strongly Agree
teachers to be more culturally aware.
Composite Mean 3.45 Highly Aware

Table 4. Relationship between the respondents’ profile and their awareness on cultural
diversity

Variables Computed Tabular Decision Verbal

value value (Ho) interpretation
Sex and Awareness on Cultural 10.966 5.991 Reject Significant
Diversity
Age and Awareness on Cultural 41.777 12.592 Reject Significant
Diversity
Highest Educational Attainment and 5.772 9.488 Accept Not Significant
Awareness on Cultural Diversity
Number of years in teaching and 18.965 9.488 Reject Significant
Awareness on Cultural Diversity

26
 Tipan et al.; AJL2C, 3(2): 20-30, 2020; Article no.AJL2C.56490

Table 5. Course of action enhancing awareness on cultural diversity

Objectives Strategies Persons involved Target date Expected outcome

To examine instructional Examining/preparing Teachers, Coordinators, Every 1st quarter of The teachers should have
materials for bias across instructional materials injecting School heads and academic year 2016-2017 improved their instructional
gender, ethnic and cultural across gender, ethnic and Division Heads materials and gain more
lines. cultural lines. information about different
ethnic heroes.
To establish tours, symposia Organize seminars and Teachers, Coordinators, Every 1st quarter of The teachers should have
and recreational activities workshops that will focus on School heads and academic year 2016-2017 enhanced and developed
which are geared toward the multicultural awareness. Division Heads different perspective of
development of multicultural cultural diversity
awareness are conducted.
To provide outreach activities Conducting outdoor activities will Teachers, Coordinators, Every 1st quarter of The teachers should have
which will enable the incorporate activities like feeding School heads and academic year 2016-2017 enhanced their awareness
teachers to be more program and visiting orphanage Division Heads on cultural diversity
culturally aware. that will teachers be more
culturally aware

27
 Tipan et al.; AJL2C, 3(2): 20-30, 2020; Article no.AJL2C.56490

noticed that the computed value is higher than its COMPETING INTERESTS
tabular value, therefore the null hypothesis is
accepted which means that no significant Authors have declared that no competing
relationship exists between highest educational interests exist.
attainment and awareness on cultural
diversity. REFERENCES
In addition, respondents’ number of years in 1. Human Development Report of 2004.
teaching is correlated with awareness on cultural United Nations Development Programme.
diversity. The computed Chi-Square value is Available:http://hdr.undp.org/en/content/hu
18.965 with its corresponding tabular value of man-development-report-2004
9.488. It can be seen that the computed value is 2. Chunyang Y. Students’ Perception of
greater than its tabular value, therefore the null School Climate in the U.S and China.
hypothesis is rejected which means significant School Psychology Quarterly. 2013;28
relationship exists between the number of years (1):7-24.
in teaching and the respondents' profile and their 3. Baeten, et al. Multicultural Education,
awareness on cultural diversity. Washington, DC: National Association for
the Education for Young Children; 2013.
Lastly, highest educational attainment and 4. Young, Emily, Brook E. Sawyer.
awareness on cultural diversity have no Elementary teachers’ beliefs about
significant relationship as shown by the multicultural education practices, Teachers
computed value of 5.772. This findings and Teaching. 2018;24:5:465-486.
contradicts Brown [43] claiming that the higher DOI: 10.1080/13540602.2018.1435527
one’s educational attainment, the more willing 5. Irvine JI. Making teacher education
one becomes to acceptcross-cultural differences culturally responsive. In M. E. Dilworth
and the more sensitive to those outside of (Ed.), Diversity In Teacher Education. San
cultural frames-of-reference. Francisco: Jossey-Bass. 1992;779-792.
6. Gay G. Culturally responsive teaching:
3.4 Course of Action to Enhance Theory, research and practice. New York
Awareness on Cultural Diversity and London: Teachers College Press;
2000.
The details of the course of action enhancing 7. Banks CM. Becoming a cross-cultural
awareness on cultural diversity have been given teacher. In C. F. Diaz (Ed.), Multicultural
st
in table 5. The table illustrates the objectives, Education in the 21 Century New York:
strategies, persons involved and the outcomes. Addison-Wesley Educational Publishers
Inc. 2001;171–183.
8. Gay, Geneva. Culturally Responsive
4. CONCLUSION Teaching, 1234 Amsterdam Avenue, New
York: Teachers College Press; 2005.
This study concluded that a) Majority of the 9. Ramirez, Mina M. Cultural diversity and
respondents were female, aged 31-40, masteral education in an increasingly globalizing
degree holders and teaching for 1-10 years in world (from the perspective of a developing
service. b) Respondents were highly aware on country). Globalization and Education
cultural diversity based on curriculum and Pontifical Academy of Sciences. Extra
instruction, professional development and school Series 28, Vatican City; 2006.
policies. c) Sex, age and number of teaching Available:www.pas.va/content/dam/acade
experience have significant relationship while mia/pdf/es28/es28-ramirez.pdf
highest educational attainment is not significantly 10. Lipman P, Haues S. The cultural policies of
related. d) Courses of actions are proposed to mixed-income schools. Journal Articles;
enhance awareness on cultural diversity. 2008.
Available:http://eric.ed.gov/?id=EJ854573
CONSENT 11. Sleeter C. Preparing teachers for cultural
diverse schools: Research and the
As per international standard or university overwhelming presence of whiteness.
standard, respondents’ written consent has been Journal of Teacher Education. 2007;94-
collected and preserved by the authors. 106.

28
 Tipan et al.; AJL2C, 3(2): 20-30, 2020; Article no.AJL2C.56490

12. Banks JA. Multicultural education: Issues Available:https://books.google.com.ph/boo

and perspectives, Hoboken, New Jersey: ks?hl=tl&lr=&id=5xMwO6ryhl4C&oi=fnd&p
John Wiley and Sons Inc; 2008. g=PR7&dq=Contemporary+Composition+
13. Navita, Noriel. Teachers’ multicultural Studies:+A+Guide+to+Theorist+and+Term
awareness of the school environment: s&ots=HwqqkFEFQN&sig=HPEiMqeLFMp
Basis for a proposal for multicultural RhPw24MEqmmHyLu4&redir_esc=y#v=on
awareness enhancement programs for epage&q=Contemporary%Composition%2
teachers. Asia Pacific Journal of 0Studies%3A%20A%Guide%20to%20The
Education, Arts and Sciences. 2014;1(4). orists%20and%Terms&f=false
14. Gomez M. A literature-based approaches 24. Rich M. Why don’t more men go into
on multicultural education. Yildiz Technical teaching?” New York Edition; 2014.
University, Istanbul, Turkey; 2013. Available:http://www.nytimes.com/2014/09/
15. Reinmann AN. Raising cultural awareness 07/sunday-review/why-dont-more-men-go-
As Part of EFL Teaching in Japan. into-teaching.html?_r=0
Macquarie University; 2010. 25. Sheelagh, D. Gender balance/gender bias:
16. Hovater Scott E. Developing cultural The teaching profession and the impact of
awareness: A grounded theory study of pre feminization. 2008;20(4):309-323.
service teachers’ field experiences in 26. Lipman P, Haues S. The cultural policies of
Taiwan. Open Access Theses and mixed-income schools. Journal Articles;
Dissertations from College of Education 2008.
and Human Sciences, Paper 14; 2007. Available:http://eric.ed.gov/?id=EJ854573
Available:http://digitalcommons.unl.edu/ce 27. Jenkins A, Sabates R. The classification of
hsdiss/14. qualifications in social surveys. Technical
17. Vasallo, Brian. A Comparative study of Report 2007/2, Centre for Longitudinal
multicultural awareness among in-service Studies, London; 2007.
school teachers. International Journal of Available:http://eprints.ioe.ac.uk/5699/1/Je
Learning, Teaching and Educational nkins2007Classification_2007_2.pdf
Research. 2014;7(1):1-22. 28. Macleans CA. College teachers scramble
18. Nichols LK. Assessing Multicultural Art for master’s degrees. Ontario Colleges;
Education. Virginia Commonwealth 2010.
University, Richmond, Virginia; 2010. Available:http://www.macleans.ca/educatio
19. Prell VSC. Multicultural pedagogies: Three n/uniandcollege/college-teachers-
teachers’ understanding and scramble-for-masters-degrees/
Implementation of Multicultural Education. 29. Clotfelter C, Ladd H, Vigdor J. How and
University of Maryland, College Park; why do teacher credentials matter for
2012. student achievement? CALDER Working
20. Waight K. Teacher perceptions of Paper 2. Washington D.C: The Urban
multicultural education: A research Institute; 2007.
proposal for a study of the perceptions of 30. Boyd D, Grossman P, Hamilton L. The
five white, female teachers. College of narrowing gap in New York city teacher
Education. Paper 45; 2008. qualifications and its implications for
Available:http://via.library.depaul.edu/soe_ student achievement in high-poverty
etd/45. schools. CALDER Working Paper 10.
21. Tosic M. Multicultural education: Learners Washington D.C: The Urban Institute;
with diverse linguistics and cultural 2009.
background. University of Oslo, 31. Savage TV. The impact of years in
Department of Special Needs Education; teaching experience on the classroom
P.O.Box 1140 Blindern, 0318 Oslo; 2012. management. SAGE Publications, Inc;
Available:http://www.duo.uio.no/ 2009.
22. Saban GAS. Learning needs in the 32. Lindsey RB, Robins KN, Terrell RD.
multicultural classroom: Implications to Cultural proficiency: A manual for school
equitable teaching. Asia-Pacific leaders (2nd ed.). Thousand Oaks, CA:
International University, Thailand, Institute Corwin Press; 2003.
Press. 2013;8(1). 33. Ladson-Billings G. But that’s just good
23. Babin E. Contemporary composition teaching: The case for culturally relevant
studies: A guide to theorists and terms; pedagogy. Theory into Practice. 1995a;34
2007. (3):159- 165.

29
 Tipan et al.; AJL2C, 3(2): 20-30, 2020; Article no.AJL2C.56490

34. Trumbull, Elise and Maria Pacheco. 39. Sarraj Huda, Bene Konabe, Li Jiaqi,
Learning with Diversity. Cultural Burley. Hansel raising cultural awareness
Competencies for Teacher Preparation of fifth-grade students through multicultural
and Professional Development; 2007. education an action research study.
Available:https://files.eric.ed.gov/fulltext/ED Multicultural Education. 2015;22(2):39-45.
494221.pdf Available:https://files.eric.ed.gov/fulltext/EJ
35. Tharp RG, Estrada P, Dalton SS, 1065316.pdf
Yamauchi LA. Teaching transformed: 40. Pang VO, Stein R, Gomez M, Matas A,
Achieving excellence, fairness, inclusion, Shimogority Y. Cultural competencies:
and harmony. Boulder, CO: Westview Essential elements of caring centered
Press; 2000. multicultural education. Action in Teacher
36. Gorham M. Multicultural teaching Education; 2011.
Competence as Perceived by Elementary 41. Applebaum B. Engaging student
School Teachers. Virginia Polytechnic disengagement: Resistance or
Institute and State University, Blackburg, disagreement?” Philosophy Yearbook.
Virginia; 2005. 2007;333-345.
37. Wilson K. Multicultural Education; 2012. 42. Akram M. Factors affecting the
Available:http://www.edchange.org/multicul performance of teachers at higher
tural/papers/keith/html secondary level in Punjab. 2010.
38. Lee, Okhee. Aurolyn Luykx, Cory Buxton, Available:http://www.eprints.hec.gov.pk/72
Annis Shaver. The challenge of altering 08/.
elementary school teachers’ beliefs and 43. Brown, Elinor L. The relationship of self-
practices regarding linguistic and cultural concepts to changes in cultural diversity
diversity in science instruction. Journal OF awareness: Implications for urban teacher
Research in Science Teaching. 2007;44 educators. The Urban Review. 2004;36(2).
(9):1269–1291.
_________________________________________________________________________________
© 2020 Tipan et al.; This is an Open Access article distributed under the terms of the Creative Commons Attribution License
(http://creativecommons.org/licenses/by/4.0), which permits unrestricted use, distribution, and reproduction in any medium,
provided the original work is properly cited.

Peer-review history:
The peer review history for this paper can be accessed here:
http://www.sdiarticle4.com/review-history/56490

30